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3rd Grade

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The virtual tour includes all the museum’s exhibits, which include many specialized rooms and 360° images of each room/exhibit.

The floor plan provided clearly shows the layout of the museum, making the field trip easy to navigate.

Features of the photos include the ability to zoom in and read some of the exhibit information.  This also allows students to get a closer look at artifacts.

Images are high resolution.

Virtual tour is always being updated to reflect new exhibits, and advertises when new exhibits will become available.

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Brief description of the interactive activity that accompanies the field trip

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Brief description of the interactive activity that accompanies the field trip

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For the interactive activity that accompanies the field trip, the students will participate in a online scavenger hunt where they will explore different fossil exhibits on the website and demonstrate their understanding by completing all questions on the writing activity. The questions are specifically related to dinosaur fossils and will help them to visually be able to see what has been discussed in class and apply it in real-life situations.

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After participating in an interactive field trip to the Smithsonian, students will be able to analyze and interpret data from fossils, demonstrated by their completion of the scavenger hunt recording sheet.

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3-LS4-1. Analyze and interpret data from fossils to provide evidence of the organisms and the environments in which they

lived long ago. [Clarification Statement: Examples of data could include type, size, and distributions of fossil organisms. Examples of fossils and environments

could include marine fossils found on dry land, tropical plant fossils found in Arctic areas, and fossils of extinct organisms.] [Assessment Boundary: Assessment does

not include identification of specific fossils or present plants and animals. Assessment is limited to major fossil types and relative ages.]

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Cavin, A., Elfer, C. J., & Roberts, S. L. (2014).  iGardening: Integrated activities for teaching in the Common Core era.  Social Studies and the Young Learner, 26(4), 5-9.

Giardina, N. (2006). When curriculum meets art.  Educational Leadership, 74(2), 70-74.

Greene, J. P., Kisida, B., & Bowen, D. H. (2014). The benefits of culturally enriching field trips. The Education Digest, 79(8), 4-13.

Smithsonian Institution. (n.d.) NMNH virtual tour.  Smithsonian Museum of Natural History.

Tuthill, G., & Klemm, E. B. (2002). Virtual field trips: Alternatives to actual field trips. International Journal of Instructional Media, 29(4), 453-468.

Wheeler, G. (2011). FIELD TRIPS: Tradition in jeopardy. The Education Digest, 76(9), 52-55.

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The third grade virtual field trip at The Smithsonian National Museum of Natural History in Washington D.C.  was intended for students to explore the museum, and learn about fossils.

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Carmen Fisher-Olvera, Rebecca Gennes, Molly St. Thomas, Kelsey Zorn

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Additional requirement assigned to your group: General Benefits of Field Trips

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Additional requirement assigned to your group: General Benefits of Field Trips

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Field Trips: Tradition in Jeopardy (Wheeler, 2011)

Benefits of field trips include:

Serving as a reward for hard work in the classroom

Allowing students to use senses in ways they could not in the classroom

Providing a way for students to use what they learn in the classroom

When Curriculum Meets Art (Giardina, 2006)

Field trips allow students to be the driving force behind what they explore.

As a result, students are more invested in learning for learning’s sake versus just looking for the right answer.

iGardening: Interactive Activities for Teaching in the Common Core Era (Calvin, Elfer, & Roberts, 2014)

Focuses on problem-based, and place-based learning

Problem-based: Children who participate in experiments relevant to their own lives learn and retain a lot

Place-based: Built around projects that use local geographical, historical, ecological, and cultural attributes of a community as meaningful starting points for learning

Both of these encourage high-level critical thinking in the classroom and are intrinsic parts of field trips

The Benefits of Culturally Enriching Field Trips (Greene, Kisida, & Bowen, 2014)

A survey of Arkansas teachers showed that more experienced teachers see field trips as a source of student learning, while newer teachers see the focus of field trips as being fun for students.

Based on a survey administered to students visiting an art museum, students retain information learned on field trips for weeks after the experience.

Virtual Field Trips: Alternatives to Actual Field Trips (Tuthill & Klem, 2002)

Field trips motivate students while providing “variety” in the classroom

Different modalities are addressed through different field trip experiences

Virtual field trips provide:

A way for the student to work at their own pace and engage in the experience at an appropriate time

Experiences that cater to different learning modalities

A safe way for students to have experiences outside the classroom

The student can control the pace of the presentation and complete it at a time which is convenient for him/her

The field trip can be done at any time so if the lesson is taking longer than expected, it is easy to simply push the activity back

Virtual field trips leave more time open for other lessons

Safety - no need to worry about keeping students safe and accounted for because they are right in the classroom